Access barriers to distance education in secondary career and technical education programs in central Virginia.

摘要

The qualitative phenomenological study explored the perceived institutional access barriers to distance education at comprehensive high schools with secondary career and technical education programs in central Virginia. Semi-structured interviews were conducted to gather data via email, telephone, and face-to-face. A purposive sample of 24 participants that included high school guidance counselors, career and technical education faculty, and secondary administrators were accommodated in the study. The modified van Kaam method was used as the framework for data analysis, and resulted in an analysis of four major themes: (a) Cost/funding/resources; (b) Educator experience; (c) Student access; and (d) Location; and one minor theme: Resource management. The study results may offer state, district, and local educational policymakers information to eliminate access barriers to distance education programs. Future qualitative studies are recommended to be conducted using a grounded theory approach to explore policy issues and procedures used by state and district leaders to ensure appropriate and continued professional development and training in distance education with a focus on educator experiences in secondary career and technical education. Future quantitative studies using a correlation research design are recommended to examine the relationship between funding allocations and opportunities for distance education programming in the state of Virginia and the southeastern United States.